These are students whose family circumstances and or Adverse Childhood Experiences (ACEs) put them at risk for school failure and/or underachievement. Students from low income households, foster homes, homeless shelters, and those children who are exposed to neglect and abuse of any kind are at risk of school failure.
Published in Chapter:
The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education
Arnold Nyarambi (East Tennessee State University, USA) and Zandile P. Nkabinde (New Jersey City University, USA)
Copyright: © 2021
|Pages: 17
DOI: 10.4018/978-1-7998-4712-0.ch005
Abstract
Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.